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Hipkin Journal of Educational Research
Published by Himpunan Pengembang Kurikulum Indonesia
ISSN : 3047535X     EISSN : 30475309     DOI : -
Core Subject : Humanities, Education, Social,
Humanities Education Social Sciences
Hipkin Journal of Educational Research (Hipkin JER) e ISSN: 3047-5309 p ISSN: 3047-535X published by the Himpunan Pengembang Kurikulum Indonesia (HIPKIN)/Indonesian Curriculum Developer Association in collaboration with the Curriculum Development Study Program, Faculty of Education, Universitas Pendidikan Indonesia. Hipkin JER features empirical, theoretical, and methodological articles that understand education, curriculum, and learning. Hipkin JER publishes peer-reviewed analyses covering educational research across all subfields and disciplines, all levels of analysis, and multiple levels of education. It also encourages implementation at all levels of education throughout life and all forms of learning. Hipkin JER welcomes submissions of articles that reflect various perspectives, topics, contexts, and methods, including interdisciplinary and multidisciplinary fields in education. All issues of Hipkin JER publications are available to browse online.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 100 Documents
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Curriculum implementation management at SMKN 1 Katapang Tengku Zulfikar Rohman
Hipkin Journal of Educational Research Vol. 3 No. 2 (2026): Hipkin Journal of Educational Research, August 2026
Publisher : Himpunan Pengembang Kurikulum Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64014/hipkin-jer.v3i2.744

Abstract

The implementation of the Kurikulum Merdeka in Vocational High Schools (SMK) is a government initiative to align vocational education with the demands of a dynamic, evolving workforce. However, this new curriculum is not entirely free of managerial and structural issues, particularly those related to industry relations. The purpose of this study is to assess the management of the Kurikulum Merdeka implementation at SMKN 1 Katapang, one of the SMK Pusat Keunggulan for Software Engineering (Rekayasa Perangkat Lunak/RPL). This study used a qualitative descriptive approach, employing data collection techniques such as observations, surveys, and interviews with students, business owners, and school administrators. The study's findings indicate that schools have employed strategies such as aligning curricula with industry, implementing project-based learning (PjBL), and actively collaborating with the workforce. However, challenges largely remain the rapid pace of curriculum change and the need to adapt to technological advances. This study emphasizes the importance of collaboration between industry and management, as well as the improvement of facilities and infrastructure for students and teachers, to enhance the successful implementation of the Kurikulum Merdeka in vocational schools.   Abstrak Implementasi Kurikulum Merdeka di Sekolah Menengah Kejuruan (SMK) merupakan upaya pemerintah untuk menyelaraskan pendidikan kejuruan dengan tuntutan dunia kerja yang dinamis dan terus berkembang. Namun demikian, kurikulum baru ini tidak sepenuhnya terbebas dari berbagai permasalahan manajerial dan struktural, terutama yang terkait dengan hubungan dengan industri. Tujuan penelitian ini adalah untuk menilai manajemen implementasi Kurikulum Merdeka di SMKN 1 Katapang, salah satu SMK Pusat Keunggulan jurusan Rekayasa Perangkat Lunak (RPL). Penelitian ini menggunakan pendekatan deskriptif kualitatif dengan teknik pengumpulan data berupa observasi, survei, dan wawancara terhadap murid, pelaku usaha, dan administrator sekolah. Temuan studi ini menunjukkan bahwa sekolah-sekolah telah menggunakan strategi seperti penyelarasan kurikulum dengan industri, Project-Based Learning (PjBL), serta kolaborasi aktif dengan dunia kerja. Meskipun demikian, tantangan yang dihadapi sebagian besar masih berupa perubahan kurikulum yang cepat dan perlunya adaptasi terhadap kemajuan teknologi. Studi ini menekankan pentingnya kolaborasi antara industri dan manajemen, serta peningkatan sarana dan prasarana bagi murid dan guru untuk meningkatkan keberhasilan implementasi Kurikulum Merdeka di sekolah vokasi. Kata Kunci: kolaborasi industri; Kurikulum Merdeka; manajemen kurikulum
Readiness of SDN Pancasila in Bandung in integrating Informatics as a subject Muhammad Fathin Mughits
Hipkin Journal of Educational Research Vol. 3 No. 2 (2026): Hipkin Journal of Educational Research, August 2026
Publisher : Himpunan Pengembang Kurikulum Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64014/hipkin-jer.v3i2.745

Abstract

This study examines the readiness of SDN Pancasila to integrate informatics as a formal subject in daily activities. A sequential exploratory design with a mixed-methods approach was used in this study, including in-depth interviews with ICT teachers and the principal, observations of computer laboratories, and a quantitative questionnaire. This exploratory approach, complemented by supplementary questionnaire data, enabled an in-depth analysis of teachers' perceptions and students' baseline conditions. Results indicate that the infrastructure relies on outdated devices and operating systems, and on unstable internet connections, requiring teachers to adapt their learning approaches independently. The current curriculum treats informatics solely as an extracurricular activity, thereby limiting access to programming and computational thinking materials. ICT teacher competency is low due to the lack of formal training and adequate teaching materials. However, student enthusiasm and interest in computer practice are very high. This study concludes that the main obstacles to informatics integration at Pancasila Elementary School are limited infrastructure, a suboptimal curriculum structure, and low teacher competency. These findings provide empirical insight into the challenges of implementing informatics education in elementary schools and offer an evaluation framework for improving elementary-level educational technology policy.   Abstrak Penelitian ini memeriksa kesiapan SDN Pancasila untuk mengintegrasikan Informatika sebagai mata pelajaran formal dalam kegiatan sehari-hari. Desain sequential exploratory dengan pendekatan campuran digunakan dalam penelitian ini, meliputi wawancara mendalam dengan guru TIK dan kepala sekolah, observasi laboratorium komputer, serta kuesioner kuantitatif. Pendekatan eksploratif yang dilengkapi dengan data pelengkap dari kuesioner ini memungkinkan analisis mendalam terhadap persepsi guru serta kondisi awal murid. Hasil menunjukkan bahwa infrastruktur bergantung pada perangkat lama dengan sistem operasi usang dan koneksi internet yang tidak stabil, sehingga mengharuskan guru menyesuaikan pendekatan pembelajaran secara mandiri. Kurikulum saat ini menempatkan Informatika hanya sebagai ekstrakurikuler, sehingga materi pemrograman dan berpikir komputasional menjadi terbatas. Kompetensi guru TIK rendah akibat minimnya pelatihan formal dan bahan ajar yang memadai. Namun, antusiasme dan minat murid terhadap praktik komputer sangat tinggi. Penelitian ini menyimpulkan bahwa kendala utama integrasi Informatika di SDN Pancasila adalah keterbatasan infrastruktur, struktur kurikulum yang belum optimal, serta rendahnya kompetensi guru. Temuan ini memberikan pemahaman empiris tentang tantangan implementasi pendidikan Informatika di sekolah dasar dan menawarkan kerangka evaluasi untuk perbaikan kebijakan teknologi pendidikan di tingkat dasar. Kata Kunci: integrasi digital; kesiapan sekolah; Kurikulum Merdeka; sekolah dasar
Teaching Informatics in junior high: A new role for cross-disciplinary teachers Muhammad Ridho Fajri
Hipkin Journal of Educational Research Vol. 3 No. 2 (2026): Hipkin Journal of Educational Research, August 2026
Publisher : Himpunan Pengembang Kurikulum Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64014/hipkin-jer.v3i2.746

Abstract

This study investigates the experiences of a teacher with a background in Teknik Bangunan who transitioned to teaching Informatics at the Junior High School (SMP) level through a PPPK recruitment program. Using descriptive qualitative methods and a case study approach, the study focused on one teacher placed at SMPN 29 Bandung. The purpose of this study was to examine the adaptive strategies and learning practices used by interdisciplinary teachers when teaching Informatics, and to identify challenges and potential solutions arising in the context of digital learning. Data were collected through semi-structured interviews and analyzed using data reduction techniques and theoretical triangulation. The results showed that teachers relied on the school curriculum and were active in Musyawarah Guru Mata Pelajaran (MGMP) to build understanding of the material. A constructivist learning approach was implemented, emphasizing student interest, independent learning, and exploration-based activities over conventional lecture methods. The main challenge was the limited technological infrastructure for hands-on practice. However, the teacher overcame this by collaborating with students and employing creative classroom management. The study concluded that interdisciplinary teachers can continue to make meaningful contributions to Informatics education when supported by adaptive learning strategies and a collaborative learning environment.   Abstrak Penelitian ini menginvestigasi pengalaman seorang guru dengan latar belakang pendidikan Teknik Bangunan yang beralih peran menjadi pengajar mata pelajaran Informatika di tingkat Sekolah Menengah Pertama (SMP) melalui program rekrutmen PPPK. Menggunakan metode kualitatif deskriptif dan pendekatan studi kasus, fokus penelitian ini adalah pada satu orang guru yang ditempatkan di SMPN 29 Bandung. Tujuan studi ini adalah untuk mengkaji strategi adaptif dan praktik pembelajaran yang diterapkan oleh guru lintas disiplin dalam mengajar Informatika, serta mengidentifikasi tantangan dan solusi potensial yang muncul dalam konteks pembelajaran digital. Data dikumpulkan melalui wawancara semi-terstruktur dan dianalisis menggunakan teknik reduksi data serta triangulasi teori. Hasil penelitian menunjukkan bahwa guru mengandalkan kurikulum sekolah dan aktif dalam kegiatan Musyawarah Guru Mata Pelajaran (MGMP) untuk membangun pemahaman materi. Pendekatan pembelajaran konstruktivis diterapkan dengan menekankan minat murid, pembelajaran mandiri, dan kegiatan berbasis eksplorasi dibandingkan dengan metode ceramah konvensional. Tantangan utama yang dihadapi adalah keterbatasan infrastruktur teknologi dalam mendukung praktik langsung. Meskipun demikian, guru mengatasinya melalui kolaborasi dengan murid dan pengelolaan kelas yang kreatif. Studi ini menyimpulkan bahwa guru lintas disiplin tetap dapat memberikan kontribusi yang bermakna dalam pendidikan Informatika jika didukung oleh strategi pembelajaran yang adaptif dan lingkungan belajar yang kolaboratif. Kata Kunci: Informatika; pengalaman guru; tantangan pembelajaran
Optimizing project-based learning in Informatics subject under the Kurikulum Merdeka era Muhammad Abyan Laksono
Hipkin Journal of Educational Research Vol. 3 No. 2 (2026): Hipkin Journal of Educational Research, August 2026
Publisher : Himpunan Pengembang Kurikulum Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64014/hipkin-jer.v3i2.747

Abstract

In the era of the Industrial Revolution 4.0, the education system must equip students with 21st-century skills, including digital literacy. The Kurikulum Merdeka in Indonesia is a response to these demands by providing teachers with flexibility. This study aims to evaluate the level of alignment between Informatics curriculum documents, including syllabi, lesson plans, and learning resources, with the principles of the Kurikulum Merdeka at the high school level; examine the extent to which Informatics curriculum documents support strengthening students' digital literacy in the context of Project-Based Learning (PjBL); and analyze Informatics teachers' perceptions of the effectiveness of using the PjBL approach in improving students' digital literacy. This study adopted a descriptive qualitative approach through analysis of curriculum documents, interviews with teachers, and a review of resources available in school libraries. The results show that although the curriculum explicitly encourages strengthening digital literacy, its implementation in the field still faces various obstacles, particularly related to access to digital learning tools. These findings provide an overview of the obstacles encountered and the potential to develop an Informatics learning ecosystem that is more relevant to competency needs in the digital era.   Abstrak Di era Revolusi Industri 4.0, sistem pendidikan dituntut untuk membekali murid dengan keterampilan abad ke-21, termasuk literasi digital. Kurikulum Merdeka di Indonesia hadir sebagai respons terhadap tuntutan tersebut dengan memberikan fleksibilitas kepada para guru. Penelitian ini bertujuan untuk mengevaluasi tingkat kesesuaian antara dokumen kurikulum Informatika yang meliputi silabus, RPP, dan sumber belajar dengan prinsip-prinsip Kurikulum Merdeka di tingkat SMA; mengkaji sejauh mana dokumen kurikulum Informatika mendukung penguatan literasi digital murid dalam konteks Project-Based Learning (PjBL); serta menganalisis persepsi guru Informatika terhadap efektivitas penggunaan pendekatan PjBL dalam meningkatkan literasi digital murid. Studi ini mengadopsi pendekatan kualitatif deskriptif melalui analisis dokumen kurikulum, wawancara dengan guru, serta telaah terhadap sumber daya yang tersedia di perpustakaan sekolah. Hasil penelitian menunjukkan bahwa meskipun kurikulum secara eksplisit mendorong penguatan literasi digital, pelaksanaannya di lapangan masih menghadapi berbagai kendala, terutama terkait akses terhadap perangkat pembelajaran digital. Temuan ini memberikan gambaran mengenai hambatan yang dihadapi sekaligus potensi yang dapat dikembangkan untuk menciptakan ekosistem pembelajaran Informatika yang lebih relevan dengan kebutuhan kompetensi di era digital. Kata Kunci: Informatika; Kurikulum Merdeka; literasi digital; project-based learning 
The transition dilemma: The practice of integrating the Kurikulum 2013 and Kurikulum Merdeka Tengku Fajar Rahmadani Adha Syahputra
Hipkin Journal of Educational Research Vol. 3 No. 2 (2026): Hipkin Journal of Educational Research, August 2026
Publisher : Himpunan Pengembang Kurikulum Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64014/hipkin-jer.v3i2.748

Abstract

Changes to the national curriculum in Indonesia often present unique challenges for educational institutions, particularly during the transition from the Kurikulum 2013 to the Kurikulum Merdeka. The main issues that arise are unprepared human resources, limited facilities, and unequal understanding of the new curriculum. This study aims to provide an overview of schools' approaches to designing and implementing the established curriculum. The study was conducted at SMA Kartika XIX-2, Bandung City, using a descriptive qualitative approach through in-depth interviews with the vice principal in charge of the curriculum. The results indicate that grades 10 and 11 have implemented the Kurikulum Merdeka, while grade 12 still uses the Kurikulum 2013 due to internal school limitations. Obstacles faced include limited teacher training, limited expertise, and constraints on facilities and funding. Evaluation of the Kurikulum Merdeka remains limited because there are no graduates at that level who can provide a comprehensive overview. These findings emphasize the importance of a flexible transition approach and contextual policy support to ensure that curriculum implementation is not only formal but also substantive and sustainable.   Abstrak Perubahan kurikulum nasional di Indonesia sering kali menghadirkan tantangan tersendiri bagi satuan pendidikan, terutama selama masa transisi dari Kurikulum 2013 ke Kurikulum Merdeka. Masalah utama yang muncul adalah ketidaksiapan sumber daya manusia, keterbatasan fasilitas, dan belum meratanya pemahaman terhadap kurikulum baru. Penelitian ini bertujuan untuk memberikan gambaran sekolah dalam merancang dan menerapkan kurikulum yang ditetapkan. Studi dilakukan di SMA Kartika XIX-2 Kota Bandung dengan metode kualitatif deskriptif melalui wawancara mendalam dengan wakil kepala sekolah bidang kurikulum. Hasilnya menunjukkan bahwa kelas X dan XI telah menerapkan Kurikulum Merdeka, sementara kelas XII masih menggunakan Kurikulum 2013 sebagai bentuk adaptasi terhadap keterbatasan internal sekolah. Hambatan yang dihadapi mencakup minimnya pelatihan bagi guru, keterbatasan tenaga ahli, serta kendala terkait fasilitas dan dana. Evaluasi Kurikulum Merdeka masih terbatas karena belum ada lulusan dari jenjang tersebut yang dapat memberikan gambaran yang menyeluruh. Temuan ini menegaskan pentingnya pendekatan transisi yang fleksibel dan dukungan kebijakan yang kontekstual agar implementasi kurikulum tidak hanya bersifat formal, tetapi juga substantif dan berkelanjutan. Kata Kunci: kebijakan pendidikan; Kurikulum 2013; Kurikulum Merdeka; transisi kurikulum
Teachers’ perspectives on the readiness to implement coding and artificial intelligence classes Fajari Arkan Fadhlurrahman
Hipkin Journal of Educational Research Vol. 3 No. 2 (2026): Hipkin Journal of Educational Research, August 2026
Publisher : Himpunan Pengembang Kurikulum Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64014/hipkin-jer.v3i2.749

Abstract

Information and Communication Technology (ICT) and the integration of Artificial Intelligence (AI) are becoming increasingly crucial in primary education. The Indonesian government has drafted an academic paper on implementing coding and AI learning in elementary and junior high schools. The Indonesian government has stipulated that coding and AI will be elective subjects at the elementary and junior high school levels starting in the 2025/2026 academic year, with teacher training as the initial step to ensure readiness for teaching. This study aims to explore teachers' views regarding the implementation of coding and AI learning in elementary schools. The approach used is a descriptive qualitative approach using observation techniques and in-depth interviews with ICT teachers at SD Pelita Nusantara School. The results show that teachers recognize the significant potential of AI in supporting the learning process, but are also concerned about the risks of dependency and misuse of technology. Furthermore, limited facilities and infrastructure remain a major obstacle. These findings emphasize the need for teacher training, digital ethics guidelines, and infrastructure improvements before the comprehensive implementation of the coding and AI curriculum.   Abstrak Mata pelajaran Teknologi Informasi dan Komunikasi (TIK) serta integrasi Kecerdasan Artifisial (KA) semakin krusial dalam pendidikan dasar. Pemerintah RI telah menyusun naskah akademik untuk penerapan pembelajaran koding dan KA di SD/SMP. Pemerintah Indonesia telah menetapkan bahwa mata pelajaran koding dan KA akan menjadi pilihan di jenjang SD dan SMP mulai tahun ajaran 2025/2026, dengan pelatihan bagi guru sebagai langkah awal untuk memastikan kesiapan pengajaran. Penelitian ini bertujuan untuk menggali pandangan guru terkait implementasi pembelajaran koding dan KA di SD. Pendekatan yang digunakan yakni kualitatif deskriptif digunakan dengan teknik observasi dan wawancara mendalam dengan guru mata pelajaran TIK di SD Pelita Nusantara School. Hasil penelitian menunjukkan bahwa guru menyadari potensi besar KA dalam menunjang proses belajar, namun juga mengkhawatirkan risiko ketergantungan dan penyalahgunaan teknologi. Selain itu, keterbatasan sarana dan prasarana masih menjadi kendala utama. Temuan ini menegaskan perlunya pelatihan bagi guru, pedoman etika digital, serta peningkatan infrastruktur sebelum implementasi kurikulum koding dan AI secara menyeluruh. Kata Kunci: kecerdasan buatan; koding; perspektif guru; TIK
Adaptability of MAN Kota Cimahi library to curriculum changes and developments Muhammad Syukri Yazid Muzakki; Angga Hadiapurwa
Hipkin Journal of Educational Research Vol. 3 No. 2 (2026): Hipkin Journal of Educational Research, August 2026
Publisher : Himpunan Pengembang Kurikulum Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64014/hipkin-jer.v3i2.750

Abstract

This study explores the adaptability of school libraries at MAN Kota Cimahi in responding to ongoing curriculum changes and developments, particularly amid national curriculum shifts such as the Kurikulum Merdeka. Using a qualitative case study approach, data were collected through interviews with librarians, teachers, and school administrators, as well as through analysis of library resources and documentation. The study found that while the library has made efforts to align its collections and services with evolving curriculum demands, such as integrating digital resources, supporting project-based learning, and facilitating student-centered activities, significant challenges remain related to budget constraints, limited staff training, and outdated materials. The study concluded that a more strategic and collaborative approach between the library and curriculum stakeholders is crucial to ensure the library functions as a dynamic support system in the learning process. Recommendations include increased investment in digital resources, ongoing professional development for librarians, and stronger integration of libraries into curriculum planning and implementation.   Abstrak Penelitian ini mengeksplorasi kemampuan adaptasi perpustakaan sekolah di MAN Kota Cimahi dalam menanggapi perubahan dan pengembangan kurikulum yang sedang berlangsung, khususnya dalam konteks pergeseran kurikulum nasional seperti Kurikulum Merdeka. Menggunakan pendekatan studi kasus kualitatif, data dikumpulkan melalui wawancara dengan pustakawan, guru, dan administrator sekolah, serta melalui analisis sumber daya dan dokumentasi perpustakaan. Studi ini menemukan bahwa meskipun perpustakaan telah berupaya menyelaraskan koleksi dan layanannya dengan tuntutan kurikulum yang terus berkembang, seperti mengintegrasikan sumber daya digital, mendukung pembelajaran berbasis proyek, dan memfasilitasi kegiatan yang berpusat pada siswa, masih ada tantangan signifikan terkait keterbatasan anggaran, pelatihan staf yang terbatas, serta materi yang sudah usang. Penelitian ini menyimpulkan bahwa pendekatan yang lebih strategis dan kolaboratif antara perpustakaan dan pemangku kepentingan kurikulum sangat penting untuk memastikan perpustakaan berfungsi sebagai sistem pendukung yang dinamis dalam proses pembelajaran. Rekomendasi mencakup peningkatan investasi dalam sumber daya digital, pengembangan profesional pustakawan yang berkelanjutan, serta integrasi perpustakaan yang lebih kuat dalam perencanaan dan pelaksanaan kurikulum. Kata Kunci: adaptabilitas perpustakaan; pengembangan kurikulum; perpustakaan sekolah
Industry-based collaborative curriculum strategy at SMK Yadika Soreang Muhammad Rivalby
Hipkin Journal of Educational Research Vol. 3 No. 2 (2026): Hipkin Journal of Educational Research, August 2026
Publisher : Himpunan Pengembang Kurikulum Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64014/hipkin-jer.v3i2.751

Abstract

The Kurikulum Merdeka emphasizes school autonomy and engagement with industry needs, encouraging vocational schools (SMK) to develop more adaptive curriculum strategies. This study explores the implementation of an industry-based collaborative curriculum at SMK Yadika Soreang. It aims to examine the curriculum team's organizational structure, collaboration patterns among stakeholders, and strategies for adapting the curriculum to national standards and local industry needs. A qualitative case study method was used, with data collected through semi-structured interviews with key informants, including the Vice Principal for Curriculum, and through analysis of curriculum documents. Results indicate that all teachers play an active role in curriculum planning. The curriculum team serves as a liaison between government policy and school implementation through regular development meetings and revisions that follow national guidelines while allowing for local adaptations. Learning materials are tailored to areas of expertise, such as mechanical engineering and accounting, and supported by internal workshops and digital learning platforms. This strategy aims to produce competent, work-ready graduates who meet industry needs and provide practical insights for other vocational schools to adopt the Kurikulum Merdeka collaboratively and adaptively.   Abstrak Kurikulum Merdeka menekankan otonomi sekolah dan keterkaitan dengan kebutuhan industri, sehingga mendorong SMK untuk mengembangkan strategi kurikulum yang lebih adaptif. Penelitian ini mengeksplorasi implementasi kurikulum kolaboratif berbasis industri di SMK Yadika Soreang dengan tujuan mengkaji struktur organisasi tim kurikulum, pola kolaborasi antar pemangku kepentingan, serta strategi penyesuaian kurikulum terhadap standar nasional dan kebutuhan industri lokal. Metode studi kasus kualitatif digunakan dengan pengumpulan data melalui wawancara semi-terstruktur, termasuk narasumber utama, Wakil Kepala Sekolah Bidang Kurikulum, serta analisis dokumen kurikulum. Hasil menunjukkan bahwa seluruh guru berperan aktif dalam perencanaan kurikulum. Tim kurikulum menjadi penghubung antara kebijakan pemerintah dan implementasi di sekolah, melalui rapat pengembangan rutin serta revisi yang mengikuti panduan nasional dan penyesuaian lokal. Materi pembelajaran disesuaikan dengan bidang keahlian, seperti teknik mesin dan akuntansi, serta didukung oleh lokakarya internal dan platform pembelajaran digital. Strategi ini bertujuan menghasilkan lulusan yang kompeten dan siap kerja sesuai kebutuhan industri, serta memberikan wawasan praktis bagi SMK lain untuk mengadopsi Kurikulum Merdeka secara kolaboratif dan adaptif. Kata Kunci: kebutuhan industri; pendidikan vokasional; pengelolaan kurikulum
Teachers’ readiness to implement ICT Curriculum at SD Budi Luhur Cimahi Tyka Yulistriany
Hipkin Journal of Educational Research Vol. 3 No. 2 (2026): Hipkin Journal of Educational Research, August 2026
Publisher : Himpunan Pengembang Kurikulum Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64014/hipkin-jer.v3i2.752

Abstract

The development of Information and Communication Technology (ICT) necessitates changes in education, particularly at the elementary school level. Consequently, there is a need for empirical data from private schools in urban areas with relatively good access to ICT. Therefore, this study aims to evaluate the readiness of teachers at Budi Luhur Elementary School in Cimahi to implement an ICT-based curriculum and to identify factors that support and hinder this process. A descriptive qualitative approach was used, with data collected through in-depth interviews and document review. The results indicate that most teachers have a basic understanding and high motivation to integrate ICT into learning, despite differences in technical capabilities, limited facilities, and ongoing training needs. Key supporting factors include teacher independence, school management support, and active participation in training. Meanwhile, obstacles faced include limited time, varying student abilities, and suboptimal internet access. This study emphasizes the importance of regular training, infrastructure improvements, and collaboration between schools and teachers to support the sustainable implementation of an ICT-based curriculum.   Abstrak Perkembangan Teknologi Informasi dan Komunikasi (TIK) mengharuskan perubahan dalam dunia pendidikan, terutama di tingkat sekolah dasar. Sejalan dengan hal tersebut, terdapat kebutuhan akan data empiris dari sekolah swasta di perkotaan yang memiliki akses TIK yang relatif baik. Oleh karena itu, penelitian ini bertujuan untuk mengevaluasi sejauh mana kesiapan guru di SD Budi Luhur Cimahi dalam menerapkan kurikulum berbasis TIK serta mengidentifikasi faktor-faktor yang mendukung maupun menghambat proses tersebut. Metode yang digunakan adalah pendekatan kualitatif deskriptif, dengan data yang dikumpulkan melalui wawancara mendalam dan studi dokumen. Hasil penelitian menunjukkan bahwa sebagian besar guru memiliki pemahaman dasar dan motivasi yang tinggi untuk mengintegrasikan TIK dalam pembelajaran, meskipun terdapat perbedaan kemampuan teknis serta keterbatasan fasilitas dan pelatihan yang berkelanjutan. Faktor pendukung utama meliputi kemandirian guru, dukungan manajemen sekolah, dan partisipasi aktif dalam pelatihan. Sementara itu, kendala yang dihadapi antara lain keterbatasan waktu, variasi kemampuan murid, serta akses internet yang belum optimal. Penelitian ini menegaskan pentingnya pelatihan rutin, peningkatan infrastruktur, serta kolaborasi antara sekolah dan guru untuk mendukung implementasi kurikulum berbasis TIK secara berkelanjutan. Kata Kunci: integrasi teknologi; kesiapan guru; kurikulum TIK; sekolah dasar
Analysis of the Cambridge Curriculum development Hilma Nurul Farohah
Hipkin Journal of Educational Research Vol. 3 No. 2 (2026): Hipkin Journal of Educational Research, August 2026
Publisher : Himpunan Pengembang Kurikulum Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64014/hipkin-jer.v3i2.753

Abstract

Education in Indonesia continues to evolve in line with the demands of globalization and national needs. The implementation of the Cambridge Curriculum is a strategic solution to address global educational demands without abandoning national identity. This study aims to analyze the development and implementation strategies of the Cambridge Curriculum at a private junior high school in Bandung. The research method used was descriptive qualitative, with data collected through observations of curriculum implementation and in-depth interviews with the principal. The data obtained were analyzed using thematic analysis techniques. The results show that this hybrid curriculum provides a flexible, contextual learning experience and improves students' critical thinking skills, English language proficiency, and character development. However, challenges such as limited student readiness in English and the lack of Cambridge certification for teachers remain obstacles. The school's efforts are carried out through professional training, curriculum adjustments, and character-based programs. This study concludes that curriculum integration supported by teacher training and contextual strategies can improve the quality of education and prepare students to compete globally.   Abstrak Pendidikan di Indonesia terus berkembang seiring dengan tuntutan globalisasi dan kebutuhan nasional. Implementasi Kurikulum Cambridge menjadi solusi strategis untuk menjawab tuntutan pendidikan global tanpa meninggalkan identitas nasional. Penelitian ini bertujuan untuk menganalisis strategi pengembangan dan implementasi Kurikulum Cambridge di SMP Pribadi Bandung. Metode penelitian yang digunakan adalah deskriptif kualitatif dengan pengumpulan data melalui observasi pelaksanaan kurikulum dan wawancara mendalam bersama kepala sekolah. Data yang diperoleh dianalisis menggunakan teknik analisis tematik. Hasil penelitian menunjukkan bahwa kurikulum hybrid ini memberikan pengalaman belajar yang fleksibel dan kontekstual, serta mampu meningkatkan kemampuan berpikir kritis, penguasaan bahasa Inggris, dan pembentukan karakter murid. Meskipun demikian, tantangan seperti keterbatasan kesiapan murid dalam bahasa Inggris dan belum adanya sertifikasi Cambridge pada guru masih menjadi hambatan. Upaya sekolah dilakukan melalui pelatihan profesional, penyesuaian kurikulum, dan program berbasis karakter. Penelitian ini menyimpulkan bahwa integrasi kurikulum yang didukung oleh pelatihan guru dan strategi kontekstual dapat meningkatkan kualitas pendidikan serta mempersiapkan murid untuk bersaing secara global. Kata Kunci: integrasi kurikulum; Kurikulum Cambridge; pendidikan karakter 

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